Means to Increase Texts Accessibility for Primary Schoolers with ASD during Teaching Process

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Abstract

Children with autism spectrum disorder (ASD) are often limited in understanding spoken and written language. To make texts accessible for children with ASD specialists use means that improve understanding of verbal or written information and make learning process more successful. The article discusses why children with ASD have difficulties in precepting and understanding textual information, for example, poor vocabulary, ignorance of words lexical meaning, misunderstanding of figurative language or hidden meaning behind words due to poor social experience. We present the main working areas to develop and improve speech understanding: improving reading skills, developing the ability to listen to an interlocutor, developing phrasal speech, forming initial grammatical representations, etc. The main text types that children encounter in the classroom are also listed, for example, instructions, rules, tasks, literary works. We also offer tools that facilitate working with texts, make them more accessible, and adapt to individual capabilities of students. We give practical recommendations that will be useful both to teachers working with students with ASD and their parents.

General Information

Keywords: autism spectrum disorders (ASD), speech comprehension, accessibility of text materials, text adaptation, algorithms, tasks, instructions, literary works

Journal rubric: Education & Intervention Methods

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2023210101

Received: 24.01.2023

Accepted:

For citation: Zagumennaya O.V., Bogorad P.L. Means to Increase Texts Accessibility for Primary Schoolers with ASD during Teaching Process. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2023. Vol. 21, no. 1, pp. 3–14. DOI: 10.17759/autdd.2023210101. (In Russ., аbstr. in Engl.)

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Information About the Authors

O. V. Zagumennaya, primary class teacher, methodologist of the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-2012-9613, e-mail: zagumennayaov@mgppu.ru

Polina L. Bogorad, special teacher of the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0009-0002-4563-0308, e-mail: polina.bogorad@gmail.com

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